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1 Unit Guides Assessment Items Indic ator s Concept Standard Curricular Indicator DOK Type* SR CR PB Assessment Questions # DOK Level 1E 1M 1H 2E 2M 2H 3E 3M 3H Civics Students will develop and apply the skills of civic responsibility to make informed decisions based upon knowledge of government at local, state, national and international levels. SS Students will describe the foundation, structure, and function of the United States government. SS a Explain the historical foundation that led to the formation of the United States constitutional government (e.g., early state constitutions, Declaration of Independence, and the Articles of Confederation) SS b Explain the origins, structure, and functions of the three branches of the United States government SS c Describe how colonial and new states governments laws affected groups within their population (e.g., citizens, slaves, immigrants, women, class systems, tribes) SS d Describe how the decisions of the national government affect local and state government Civic Participation SS e Identify the principles of the American Republic (e.g., liberty, democracy, United States Constitution, Bill of Rights) SS f Compare and contrast tribal forms of government, British monarchy, and early American colonial governments SS Students will apply democratic principles that are the foundation of the United States government systems to daily life. SS a Explain the constitutional rights and civic responsibilities of U.S. citizens (e.g., freedom of speech, voting, staying informed of issues, respecting the rights, opinions, and beliefs of others, joining a civic group)

2 SS b Describe the significance of patriotic symbols, songs and activities (e.g., Pledge of Allegiance, "The Star Spangled Banner", "America", commemorating state and national holidays) SS c Give examples of group and individual actions that illustrate civic ideas in the founding of the United States (e.g., freedom, rule of law, equality, civility, cooperation, respect) SS d Analyze how cooperation and conflict among people have contributed to political, economic, and social events and situations in the United States SS e Identify the roles and influences of individuals, groups, and the media on governments (e.g., George Washington, John Adams, Thomas Jefferson, Benjamin Franklin) Economics Students will develop and apply spatial perspective and geographic skills to make informed decisions regarding issues and current events at local, state, national and international levels. SS Students will analyze various markets where buyers and sellers exchange goods or services. SS a Describe how competition among sellers results in lower costs and prices, higher product quality, and better customer service SS Students will make observations about how human capital can be improved by education, training, and standard of living. SS a Give examples of how additional education/training improves productivity and increases standard of living (e.g., apprentice, journeyman, master electrician) SS Students will summarize characteristics of economic institutions in the United States.

3 SS a Identify the functions and characteristics of money (e.g., store value, medium of exchange, unit of accounting) SS b Identify the importance of financial institutions to households and businesses (e.g., loans to agriculture, business, and individuals in order to provide capital) SS c Identify rules and laws that protect and support consumers (e.g., private property, contracts, agreements, and product safety) SS Students will summarize characteristics of financial institutions. SS a Explain/explore how various financial services are provided by local financial institutions SS Students will understand what goods and services the national government provides. SS a Identify goods and services funded through federal taxes (e.g., armed forces, courts, parks) SS Students will explain how specialization, division of labor, and technology increases productivity and interdependence. SS a Investigate Early United States specialization and trade (e.g., fur, tobacco, cotton, lumber)

4 SS b Investigate and report on entrepreneurs and inventors SS Students will explore where (spatial) and why people, places and environments are organized in the United States. Geography Students will develop and apply spatial perspective and geographic skills to make informed decisions regarding issues and current events at local, state, national and international levels. SS a Name and locate major human and physical features in the United States (e.g., states, capitals, and major cities in the United States, Rocky Mountains, Appalachian Mountains, Great Lakes) SS b Apply map skills to analyze physical/political maps of the United States (e.g., identify latitude longitude, and the global grid and identify the location and purpose of time zones) SS c Analyze why things are located where they are in the United States (e.g., Why were the 13 colonies located on the eastern side of the United States? Why was corn raised in Pennsylvania and Ohio and cotton in Virginia and Georgia? ) SS Students will compare the characteristics of places and regions and draw conclusions on their impact on human decisions. SS a Define regions within the United States using multiple criteria. (e.g., Silicon Valley, Bread Basket) SS b Classify regions and places within the United States using physical and human features (e.g., Rocky Mountains, The Southwest, Great Plains, Corn Belt, Cotton Belt)

5 SS c Identify and classify regions (e.g., cities, states, and congressional districts) SS Students will draw conclusions about the natural processes in the physical world. SS a Explain how physical processes shape the United States features and patterns (e.g., weathering, erosion, plate tectonics and internal forces and climate) SS b Identify examples of ecosystems located in the United States (e.g., forests, deserts, grasslands) SS Students will compare, contrast and draw conclusions about the characteristics of culture and migration in the United States. SS a Compare and contrast patterns of culture within the United States (e.g., language, religion, food) SS b Compare and contrast population characteristics of the United States (e.g., density, distribution, growth rates) SS c Compare and contrast historical and present day migrations to and within the United States SS Students will describe how humans have adapted to and modified different environments in Early American history.

6 SS a Describe the impact of extreme natural events in Early United States History on the human and physical environment (e.g., blizzards, floods, drought) SS b Describe how humans have utilized natural resources in the United States (e.g., construction of dams, Transcontinental RR, Erie Canal, National Road, land use changes from prairie and forests to agriculture and ranching) SS c Analyze issues related to the natural setting in Early America (e.g., access to water, construction materials, and raw materials for daily living and economic development; impact of climate and terrain on living conditions and movement of people goods and services) SS d Examine patterns of resource distribution and utilization in Early America (e.g., fisheries, forests, agricultural development, early manufacturing regions) SS e Describe human adaptations to the physical environment. (e.g., use of air conditioning, irrigation, agricultural activities, soil testing, erosion control) SS Students will use geographic skills to interpret issues and events. SS a Explain the influences of physical and human geographic features on historical events in the United States (e.g., railroads building along river valley floodplains, building the Erie Canal to connect the East Coast

7 SS b Analyze aspects of human and physical geography that have shaped the settlement and development with the Great Lakes, migrating through the Cumberland Gap into the Kentucky bluegrass region)of Early America, latitude and longitude in the role of early navigation (e.g., groundwater and irrigation, westward expansion of European immigrants, seeds, fertile soils, agriculture, transportation systems, water History Students will develop and apply historical knowledge and skills to research, analyze, and understand key concepts of past, current, and potential issues and events at the local, state, national, and international levels SS Students will examine chronological relationships and patterns, and describe the connections among them. SS a Describe concepts of time and chronology (e.g., BC, BCE, AD, CE and eras) SS b Select and record key national events in chronological order (e.g., timelines) SS c Examine the chronology of historical events in the United States and their impact on the past, present, and future SS Students will demonstrate an understanding of the impact of people, events, ideas, and symbols upon US history using multiple types of sources. SS a Demonstrate an understanding of the impact of people, events, ideas, and symbols, including various cultures and ethnic groups, by era

8 (e.g., Early America/Exploration: American Indian empires in Mesoamerica, the Southwest, and the Mississippi Valley, Coronado, DeSoto, LaSalle; Colonization and Rise of Democratic Institutions: Spanish Missions, French and Indian War: Chief Pontiac; Establishing a Nation: Revolutionary War; Founders and Founding Documents: unique nature of the creation and organization of the American Government, the United States as an exceptional nation based upon personal freedom, the inherent nature of citizens' rights, and democratic ideals, Benjamin Franklin, Thomas Jefferson, and other historical figures, patriotism, national symbols) SS b Describe how the United States and its neighbors in the Western Hemisphere have changed over the patriotism, national symbols) course of time using maps, documents, and other artifacts SS c Describe the appropriate uses of primary and secondary sources SS Students will describe and explain multiple perspectives of historical events SS a Describe how multiple perspectives facilitate the understanding of the full story of US history (e.g., The events surrounding the Boston Massacre, Indian Removal) SS b Compare and contrast primary and secondary sources to better understand multiple perspectives of the same event (e.g., Court records of the Boston Massacre, The Declaration of Independence, The Constitution, historical biographies, oral histories)

9 SS Students will analyze past and current events, issues, and problems SS a Analyze sources on Early American History through determination of credibility, contextualization, and corroboration SS b Examine alternative courses of action in United States history (e.g., What were the causes of the American Revolution? ) SS c Identify how decisions affected events in the United States (e.g., secession of the American Colonies from Britain) SS d Describe the cause and effect relationships among key events in history (e.g., Revolutionary War, founding of the United States) SS e Describe the relationships among historical events in the United States and the students' lives today (i.e., current events) SS Students will develop historical research skills. SS a Develop questions about United States history SS b Identify, obtain, and cite appropriate sources for research about Early U.S. History, incorporating primary and secondary sources (e.g., Cite sources using a prescribed format) SS c Gather historical information about the United States (e.g., document archives, newspapers, interviews)

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